2012-13 6th Grade AKS Booklet 2 - Gwinnett County Public Schools

32 Pages·2012·0.7 MB·English

6TH GRADE
2012–13 COMPLETE AKS
Gwinnett’s curriculum for grades K–12 is called the Academic The Academic Knowledge and Skills (AKS) were
Knowledge and Skills (AKS) and is aligned to the state- developed by our teachers, with input from our
adopted Common Core Georgia Performance Standards parents and community, in response to Gwinnett
(CCGPS) in Language Arts, Mathematics, and literacy skills in County Public Schools’ mission statement:
Science, Social Studies, and Technical Education for middle
The mission of Gwinnett County Public Schools is to
school students. Gwinnett’s AKS is a rigorous curriculum that
pursue excellence in academic knowledge, skills,
prepares students for college and 21st century careers in a
and behavior for each student resulting in measured
globally competitive future. The AKS for each grade level spell
improvement against local, national, and
out the essential things students are expected to know and be
world-class standards.
able to do in that grade or subject. The AKS offer a solid base
In this booklet, you will find a complete list
on which teachers build rich learning experiences. Teachers
of the AKS for 6th grade. We encourage you
use curriculum guides, textbooks, technology, and other
to talk to your child about what he or she is
materials to teach the AKS and to make sure every student is
learning. WELCOME TO 6TH GRADE!
learning to his or her potential.

About the Academic Knowledge and Skills (AKS) Curriculum
The AKS are the standards for academic excellence for all students in Gwinnett County Public Schools (GCPS). In
every GCPS classroom, instruction and assessment are tailored so that all students learn the AKS. The alignment of
AKS with standardized assessments— such as the state-required Iowa Tests of Basic Skills (ITBS) for 8th graders—
ensures that GCPS middle school students are well-prepared for this national measurement of achievement. GCPS’
rigorous AKS curriculum also aligns with the state curriculum— the Common Core Georgia Performance Standards
(CCGPS) in Language Arts, Mathematics, and literacy standards in Science, Social Studies, and Technical Education;
and the Georgia Performance Standards (GPS) in other content areas. This alignment assures that students are
prepared for state tests, including the Criterion-Referenced Competency Tests (CRCT), which measure the grade-level
achievement of Georgia elementary and middle school students in grades 3–8.
Since its inception in 1996, GCPS’ AKS curriculum has reflected the collective wisdom of thousands of educators and
community members who worked together to determine what students need to know and be able to do in order to be
successful at the next grade level and in the future. This investment by GCPS’ stakeholders has ensured that the AKS
curriculum remains a rigorous and relevant blueprint for student learning in Gwinnett. As part of that ongoing effort, the
GEMS Oversight Committee— made up of community and GCPS staff members— meets annually to review proposed
additions, deletions, and changes to the AKS that come out of school and community surveys. Following validation by the
GEMS committee, recommendations are submitted to the superintendent for approval by the School Board, with
implementation the following school year.
About Testing for 6th Grade
All 6th grade students participate in the state’s Criterion-Referenced Competency Tests (CRCT) in the spring. The
CRCT measures what students should know and be able to do at the end of 6th grade, based on the state’s curriculum—
the Common Core Georgia Performance Standards (CCGPS) in Language Arts and Mathematics, and the Georgia
Performance Standards (GPS) in other content areas. (Gwinnett’s AKS curriculum includes and goes beyond the state’s
curriculum.) Georgia students in 6th grade take the CRCT in Reading, English/Language Arts, Mathematics, Science,
and Social Studies. Students are expected to meet or exceed grade-level expectations on each CRCT subtest to be on
track for success in school.
About Promotion to 7th Grade
A student enrolled in 6th grade must pass four of five subjects for the school year, with Connections classes being
averaged as one grade each semester. Language Arts and Mathematics must be two of the four subjects passed each
semester.* Should a student not earn promotion to 7th grade, he or she will have the opportunity to attend summer
school to learn the AKS not mastered during the school year.
* Note: A special education student’s promotion is determined by his or her Individualized Education Program (IEP).
Promotion for a student with Limited English Proficiency (LEP) is determined by his or her AKS Intervention and
Modification Plan.
Notes about this Booklet
• Correlations to the following state-required curriculum standards/objectives and middle school assessments are
indicated for respective Academic Knowledge and Skills: Common Core Georgia Performance Standards (CCGPS),
Georgia Performance Standards (GPS), Quality Core Curriculum (QCC), Iowa Tests of Basic Skills (ITBS), and
Character Education (CE).
• Academic Knowledge and Skills beginning with “explore” will not be assessed for mastery at that grade level, but are
prerequisite for mastery at a higher grade level.
• AKS booklets are available for other grade levels (K–8 and combined grades for high school) and by core academic
subject (Language Arts, Mathematics, Science, and Social Studies) on the district website at www.gwinnett.k12.ga.us.
In addition, a comprehensive book includes the AKS for all middle grade levels as well as the AKS in core subjects for
the 5th and 9th grades. These booklets are posted in PDF form.
• Parents also can find online PDFs of grade-level brochures (grades K–8) with a more general overview of what
students will learn, available services, promotion requirements, and grade-level testing. The Choice Book serves this
purpose for high school students, providing an overview of the high school experience, high school and
postsecondary planning tools, and a “course catalog.” Parents receive a printed copy of their child’s grade-level AKS
brochure (K–8) at the start of the school year, and rising 9th graders receive a printed copy of The Choice Book.
Page 1
• The AKS numbering system was developed to allow for additions and deletions
of AKS without changing the number reference of other AKS. The reference code
includes the subject and/or grade level, a letter representing the topic strand and
the year implemented. (See the example to the right.)
Character Education
The school system supports a mandate from the Georgia General Assembly requiring all schools to teach character
education. Society and culture are tied together through common threads that guide the way we live, work, and learn.
These common beliefs are taught at home and reinforced by the community, schools, religious institutions, and youth
service groups. These basic tenets guide the way Gwinnett County teachers teach and the way the school system
conducts the business of teaching and learning. Character education is thoroughly embedded in the AKS curriculum.
Traits emphasized in the curriculum include the following:
courage respect for self-control generosity respect for creativity
patriotism others courtesy punctuality environment sportsmanship
citizenship cooperation compassion cleanliness respect for loyalty
honesty kindness tolerance cheerfulness creator perseverance
fairness self-respect diligence school pride patience virtue
Parent Involvement
Research shows that when parents are involved in their children’s education at home, their children do better in
school. When parents are involved at school, their children’s achievement excels and the schools they attend
become even stronger.
Be There is a national movement that inspires parents to become more involved in their child’s
education and their public schools. Teachable moments are everywhere. You can be your child’s
favorite teacher by connecting in meaningful ways as you go through the ordinary routines of
the day… driving in the car, preparing a meal, shopping, or doing chores. Below and in your
child’s AKS brochure, you will find tips for helping your child have a successful 6th grade experience. Look for more
helpful tipsheets and other resources on the school system web site and your local school web site.
Suggestions for Helping Your Child Achieve Academically
The school system encourages parents to be an active part of their child’s education. Following are a few ways you can be
involved:
• Review the AKS for your child’s grade. You also can access the AKS on the system’s website (www.gwinnett.k12.ga.us).
• Ask to see your child’s work.
• Support your child and communicate that his or her academic success is important to you.
• Read and write with your child often. Remind students to edit the entire sentence and paragraph when they write and to
use complete sentences with appropriate grammar and spelling.
• In their assignments, ask children to show their work, making sure they answer the question asked, not just provide
information that may or may not be relevant.
• Participate in parent-teacher conferences.
• Share these Keys to School Success with your child:
 Be prepared each day. Have the needed materials and assignments for each class.
 Stay organized. Keep your desk, notebooks, book bag, and home study area neatly arranged.
 Use an agenda book or calendar to keep track of assignments and due dates. Check it every day.
 Give your best effort to both homework and in-class assignments. Complete assignments and turn them in on
time.
 Review your work from each class every evening, even if you don’t have a homework assignment due the next day.
 Study for every test and quiz.
 Ask your teacher questions if you do not understand a lesson or an assignment.
 Get involved in at least one extracurricular activity.
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Language Arts

A - Reading: Literature
 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
(CCGPS) (6LA_A2012-1/ELACC6RL1)
 determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments (CCGPS) (6LA_A2012-2/ELACC6RL2)
 describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution (CCGPS) (6LA_A2012-3/ELACC6RL3)
 determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone (CCGPS) (6LA_A2012-
4/ELACC6RL4)
 analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to
the development of the theme, setting, or plot (CCGPS) (6LA_A2012-5/ELACC6RL5)
 explain how an author develops the point of view of the narrator or speaker in a text (CCGPS) (6LA_A2012-
6/ELACC6RL6)
 compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video,
or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they
perceive when they listen or watch (CCGPS) (6LA_A2012-7/ELACC6RL7)
 compare and contrast texts in different forms or genres (e.g., stories and poems, historical novels, fantasy stories,
and traditional literature from different cultures) in terms of their approaches to similar themes and topics
(CCGPS) (6LA_A2012-8/ELACC6RL9)
 read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band
proficiently, with scaffolding as needed at the high end of the range, by the end of grade 6 (CCGPS) (6LA_A2012-
9/ELACC6RL10)

B - Reading: Informational Text
 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
(CCGPS) (6LA_B2012-10/ELACC6RI1)
 determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text
distinct from personal opinions or judgments (CCGPS) (6LA_B2012-11/ELACC6RI2)
 analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through
examples or anecdotes) (CCGPS) (6LA_B2012-12/ELACC6RI3)
 determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings (CCGPS) (6LA_B2012-13/ELACC6RI4)
 analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas (CCGPS) (6LA_B2012-14/ELACC6RI5)
 determine an author’s point of view or purpose in a text and explain how it is conveyed in the text (CCGPS)
(6LA_B2012-15/ELACC6RI6)
 integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue (CCGPS) (6LA_B2012-16/ELACC6RI7)
 trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons
and evidence from claims that are not (CCGPS) (6LA_B2012-17/ELACC6RI8)
 compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a
biography on the same person) (CCGPS) (6LA_B2012-18/ELACC6RI9)
 read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range, by the end of grade 6 (CCGPS) (6LA_B2012-19/ELACC6RI10)

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C - Writing
 write arguments to support claims with clear reasons and relevant evidence (CCGPS) (6LA_C2012-
20/ELACC6W1)
 write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content (CCGPS) (6LA_C2012-21/ELACC6W2)
 write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences (CCGPS) (6LA_C2012-22/ELACC6W3)
 produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience (CCGPS) (6LA_C2012-23/ELACC6W4)
 develop and strengthen writing as needed, with some guidance and support from peers and adults, by planning,
revising, editing, rewriting, or trying a new approach (CCGPS) (6LA_C2012-24/ELACC6W5)
 use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting
(CCGPS) (6LA_C2012-25/ELACC6W6)
 conduct short research projects to answer questions, drawing on several sources and refocusing the inquiries when
appropriate (CCGPS) (6LA_C2012-26/ELACC6W7)
 gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote
or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic
information for sources (CCGPS) (6LA_C2012-27/ELACC6W8)
 draw evidence from literary or informational texts, to support analysis, reflection, and research (CCGPS)
(6LA_C2012-28/ELACC6W9)
 write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (CCGPS)
(6LA_C2012-29/ELACC6W10)

D - Speaking and Listening
 engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly (CCGPS)
(6LA_D2012-30/ELACC6SL1)
 interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how
it contributes to a topic, text, or issue under study (CCGPS) (6LA_D2012-31/ELACC6SL2)
 delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and
evidence from claims that are not (CCGPS) (6LA_D2012-32/ELACC6SL3)
 present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation (CCGPS)
(6LA_D2012-33/ELACC6SL4)
 include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify
information (CCGPS) (6LA_D2012-34/ELACC6SL5)
 adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate (CCGPS) (6LA_D2012-35/ELACC6SL6)

E - Language
 demonstrate command of the conventions of standard English grammar and usage when writing or speaking
(CCGPS) (6LA_E2012-36/ELACC6L1)
 demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing (CCGPS) (6LA_E2012-37/ELACC6L2)
 use knowledge of language and its conventions when writing, speaking, reading, or listening (CCGPS)
(6LA_E2012-38/ELACC6L3)
 determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading
and content, choosing flexibly from a range of strategies (CCGPS) (6LA_E2012-39/ELACC6L4)
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E – Language (continued)
 demonstrate understanding of figurative language, word relationships, and nuances in word meanings (CCGPS)
(6LA_E2012-40/ELACC6L5)
 acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression (CCGPS)
(6LA_E2012-41/ELACC6L6)

Math 6

A - Ratio and Proportional Relationships
 explain the meaning of and use ratio language to describe a ratio relationship between two quantities (CCGPS)
(6MA_A2012-1/MCC6.RP.1)
 explain the concept of a unit rate a/b associated with a ratio a:b with b≠0, and use rate language in the context of a
ratio relationship (CCGPS) (6MA_A2012-2/MCC6.RP.2)
 use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or equations) (CCGPS) (6MA_A2012-
3/MCC6.RP.3)
 make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane (use tables to compare ratios) (CCGPS) (6MA_A2012-
4/MCC6.RP.3_a)
 solve unit rate problems including those involving unit pricing and constant speed (CCGPS) (6MA_A2012-
5/MCC6.RP.3_b)
 find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve
problems involving finding the whole given a part and the percent (CCGPS) (6MA_A2012-6/MCC6.RP.3_c)
 use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying
or dividing quantities (CCGPS) (6MA_A2012-7/MCC6.RP.3_d)

B - The Number System
 compute and interpret quotients of fractions using visual fraction models to solve word problems (CCGPS)
(6MA_B2012-8/MCC6.NS.1)
 compute multi-digit decimal and whole number problems fluently in all four operations (CCGPS) (6MA_B2012-
9/MCC6.NS.2/MCC6.NS.3)
 determine the greatest common factor of two whole numbers less than or equal to 100 (CCGPS) (6MA_B2012-
10/MCC6.NS.4)
 determine the least common multiple of two whole numbers less than or equal to 12 (CCGPS) (6MA_B2012-
11/MCC6.NS.4)
 use the distributive property to express a sum of two whole numbers 1-100 with a common factor as the multiple of
two whole numbers with no common factor (CCGPS) (6MA_B2012-12/MCC6.NS.4)
 model and demonstrate that all positive and negative numbers represent quantities that have opposite directions or
values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric
charge) (CCGPS) (6MA_B2012-13/MCC6.NS.5)
 represent positive and negative numbers as quantities in real-world contexts, explaining the meaning of zero in
each situation (CCGPS) (6MA_B2012-14/MCC6.NS.5)
 recognize that a rational number is a point on the number line; extend number line diagrams and coordinate axes
familiar from previous grades to represent points on the line and in the plane with negative number coordinates
(CCGPS) (6MA_B2012-15/MCC6.NS.6)
Page 5
B - The Number System (continued)
 recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize
that the opposite of a number is the number itself (e.g., -(-3) = 3, and that 0 is its own opposite) (CCGPS)
(6MA_B2012-16/MCC6.NS.6_a)
 understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane;
recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections
across one or both axes (CCGPS) (6MA_B2012-17/MCC6.NS.6_b)
 find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and
position pairs of integers and other rational numbers on a coordinate plane (CCGPS) (6MA_B2012-
18/MCC6.NS.6_c)
 understand ordering and absolute value of rational numbers (CCGPS) (6MA_B2012-19/MCC6.NS.7)
 interpret statements of inequality as statements about the relative position of two numbers on a number line
diagram (CCGPS) (6MA_B2012-20/MCC6.NS.7_a)
 write, interpret, and explain statements of order for rational numbers in real-world contexts (CCGPS)
(6MA_B2012-21/MCC6.NS.7_b)
 recognize the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value
as magnitude for a positive or negative quantity in a real-world situation (CCGPS) (6MA_B2012-22/MCC6.NS.7_c)
 distinguish comparisons of absolute value from statements about order (CCGPS) (6MA_B2012-23/MCC6.NS.7d)
 solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane;
include use of coordinates and absolute value to find distances between points with the same first coordinate or the
same second coordinate (CCGPS) (6MA_B2012-24/MCC6.NS.8)

C - Expressions and Equations
 write and evaluate numerical expressions involving whole-number exponents by applying order of operations
(CCGPS) (6MA_C2012-25/MCC6.EE.1)
 write, read, and evaluate expressions in which letters stand for numbers (CCGPS) (6MA_C2012-26/MCC6.EE.2)
 write expressions that record operations with numbers and with letters standing for numbers (CCGPS)
(6MA_C2012-27/MCC6.EE.2_a)
 identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view
one or more parts of an expression as a single entity (CCGPS) (6MA_C2012-28/MCC6.EE.2_b)
 evaluate expressions at specific values for their variables (include expressions that arise from formulas in real-world
problems; perform arithmetic operations, including those involving whole-number exponents, in the conventional
order when there are no parentheses to specify a particular order (order of operations)) (CCGPS) (6MA_C2012-
29/MCC6.EE.2_c)
 apply the properties of operations to generate equivalent expressions involving one or more variables (CCGPS)
(6MA_C2012-30/MCC6.EE.3)
 identify when two expressions are equivalent (e.g., when the two expressions name the same number regardless of
which value is substituted into them) (CCGPS) (6MA_C2012-31/MCC6.EE.4)
 use substitution to determine whether a given number in a specified set makes an equation or inequality true
(CCGPS) (6MA_C2012-32/MCC6.EE.5)
 use variables to represent numbers and write expressions when solving a real-world or mathematical problem
(CCGPS) (6MA_C2012-33/MCC6.EE.6)
 solve real-world and mathematical problems by writing and solving one-step linear equations, in the form x + p = q
and px = q, using each of the four basic operations in which all values are nonnegative rational numbers (CCGPS)
(6MA_C2012-34/MCC6.EE.7)
 write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical
problem (CCGPS) (6MA_C2012-35/MCC6.EE.8)
 recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such
inequalities on number line diagrams (CCGPS) (6MA_C2012-36/MCC6.EE.8)
Page 6
C - Expressions and Equations (continued)
 represent, describe, and analyze relationships between independent and dependent variables using tables, graphs,
and formulas (CCGPS) (6MA_C2012-37/MCC6.EE.9)

D - Geometry
 find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or
decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and
mathematical problems (CCGPS) (6MA_D2012-38/MCC6.G.1)
 find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the
appropriate unit fraction edge lengths and show that the volume is the same as would be found by multiplying the
edge lengths of the prism; apply the formulas V = lwh and V = bh to find volumes of right rectangular prisms with
fractional edge lengths in the context of solving real-world and mathematical problems (CCGPS) (6MA_D2012-
39/MCC6.G.2)
 draw polygons in the coordinate plane given coordinates for the vertices (CCGPS) (6MA_D2012-40/MCC6.G.3)
 use a polygon’s coordinates to find the vertical or horizontal side lengths of the figure as applied to real-world and
mathematical problems (CCGPS) (6MA_D2012-41/MCC6.G.3)
 represent three-dimensional figures using nets made up of rectangles and triangles (CCGPS) (6MA_D2012-
42/MCC6.G.4)
 estimate and calculate surface area of three-dimensional figures using nets of rectangles and triangles in the context
of real-world problems (CCGPS) (6MA_D2012-43/MCC6.G.4)

E - Statistics and Probability
 develop and identify statistical questions used to collect data with variability (CCGPS) (6MA_E2012-
44/MCC6.SP.1)
 describe and analyze a set of data collected to answer a statistical question based on measures of central tendency,
identifying the center, spread, and overall shape of the distribution (CCGPS) (6MA_E2012-45/MCC6.SP.2)
 contrast a measure of center with a measure of variation for a numerical set (CCGPS) (6MA_E2012-46/MCC6.SP.3)
 display, read, and analyze data using appropriate graphs, including box-and-whisker plots, scatter plots, histograms,
and line plots (CCGPS) (6MA_E2012-47/MCC6.SP.4)
 summarize numerical data sets in relation to their context such as by reporting the number of observations;
describing the nature of the attribute under investigation, including how it was measured and its units of
measurement; giving quantitative measures of center (median and/or mean) and variability (interquartile range
and/or mean absolute deviation) as well as describing any overall pattern and any striking deviations from the
overall pattern with reference to the context in which the data was gathered; relating the choice of measures of
center and variability to the shape of the data distribution and the context in which the data was gathered (CCGPS)
(6MA_E2012-48/MCC6.SP.5)

TF - Number and Operations - Fraction
 solve real-world problems involving multiplication of fractions and mixed numbers by using visual fraction models
or equations to represent the problem (CCGPS) (6MA_TF2012-49/MCC5.NF.6)

6th Grade Accelerated Math

A - Ratio and Proportional Relationships
 explain the meaning of and use ratio language to describe a ratio relationship between two quantities (CCGPS)
(6MAS_A2012-1/MCC6.RP.1)
 explain the concept of a unit rate a/b associated with a ratio a:b with b≠0, and use rate language in the context of a
ratio relationship (CCGPS) (6MAS_A2012-2/MCC6.RP.2)
Page 7
A - Ratio and Proportional Relationships (continued)
 use ratio and rate reasoning to solve real-world and mathematical problems (e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or equations) (CCGPS) (6MAS_A2012-
3/MCC6.RP.3)
 make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane (use tables to compare ratios) (CCGPS) (6MAS_A2012-
4/MCC6.RP.3_a)
 solve unit rate problems including those involving unit pricing and constant speed (CCGPS) (6MAS_A2012-
5/MCC6.RP.3_b)
 find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve
problems involving finding the whole given a part and the percent (CCGPS) (6MAS_A2012-6/MCC6.RP.3_c)
 use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying
or dividing quantities (CCGPS) (6MAS_A2012-7/MCC6.RP.3_d)
 calculate unit rates associated with complex fractions, including ratios of lengths, areas, and other quantities
measured in like or different units (CCGPS) (6MAS_A2012-8/MCC7.RP.1)
 recognize and represent proportional relationships between quantities (CCGPS) (6MAS_A2012-9/MCC7.RP.2)
 determine whether two quantities are in a proportional relationship (e.g., by testing for equivalent ratios in a table
or graphing on a coordinate plane and observing whether the graph is a straight line through the origin) (CCGPS)
(6MAS_A2012-10/MCC7.RP.2_a)
 identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of
proportional relationships (CCGPS) (6MAS_A2012-11/MCC7.RP.2_b)
 represent proportional relationships by equations (CCGPS) (6MAS_A2012-12/MCC7.RP.2_c)
 explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special
attention to the points (0, 0) and (1, r) where r is the unit rate (CCGPS) (6MAS_A2012-13/MCC7.RP.2_d)
 use proportional relationships to solve multi-step ratio and percent problems (ex. simple interest, tax, markups and
markdowns, gratuities and commissions, fees, percent increase and decrease, percent error) (CCGPS)
(6MAS_A2012-14/MCC7.RP.3)

B - The Number System
 compute and interpret quotients of fractions using visual fraction models to solve word problems (CCGPS)
(6MAS_B2012-15/MCC6.NS.1)
 compute multi-digit decimal and whole number problems fluently in all four operations (CCGPS) (6MAS_B2012-
16/MCC6.NS.2/MCC6.NS.3)
 determine the greatest common factor of two whole numbers less than or equal to 100 (CCGPS) (6MAS_B2012-
17/MCC6.NS.4)
 determine the least common multiple of two whole numbers less than or equal to 12 (CCGPS) (6MAS_B2012-
18/MCC6.NS.4)
 use the distributive property to express a sum of two whole numbers 1-100 with a common factor as the multiple of
two whole numbers with no common factor (CCGPS) (6MAS_B2012-19/MCC6.NS.4)
 model and demonstrate that all positive and negative numbers represent quantities that have opposite directions or
values (e.g., temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric
charge) (CCGPS) (6MAS_B2012-20/MCC6.NS.5)
 represent positive and negative numbers as quantities in real-world contexts, explaining the meaning of zero in
each situation (CCGPS) (6MAS_B2012-21/MCC6.NS.5)
 recognize that a rational number is a point on the number line; extend number line diagrams and coordinate axes
familiar from previous grades to represent points on the line and in the plane with negative number coordinates
(CCGPS) (6MAS_B2012-22/MCC6.NS.6)
 recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize
that the opposite of a number is the number itself (e.g., -(-3) = 3, and that 0 is its own opposite) (CCGPS)
(6MAS_B2012-23/MCC6.NS.6_a)
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